Coverage

Still Image Item Type Metadata

Physical Dimensions

Dublin Core

Title

A Note to Self: Mixed Media Self-Portrait Drawing

Subject

Identity

Description

High school years are a time when many adolescents begin the quest of self-discovery, establishing their own identity. This unit explores the enduring idea, Identity, through a multidisciplinary approach incorporating language arts, social media, and mixed media art making. Within this unit learners will study art history comparing and contrasting a variety of portraits, use descriptive and expressive writing, incorporate technology through the use of Instagram, and the creation of a mixed media portrait drawing while exploring the depths of their own identities.

Publisher

Handheld Art

Contributor

Columbia Museum of Art

Unit Plan Item Type Metadata

Duration

12 classes

Standards

Visual Arts Standards:
• VAH2-3 The learner will examine the content of works of visual art and use elements from them in creating his or her own works.
• VAH2-3.3 Select and effectively use subject matter, symbols, and ideas to communicate meaning through his or her artworks.

Integrated CCSS:
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

Objectives

• Learners will study the concept of Identity and explore and express characteristics within their own identities through art making, art criticism, and writing.
• Learners will integrate writing by composing a self-addressed letter on their own identities and goals for growth.
• Learners will study works of art from the Columbia Museum of Art collection, comparing and contrasting the identity of the subjects.
• Learners will study the biography of Chuck Close and watch the CBS This Morning video A Note to Self and discuss additional portraits by Close.
• Learners will select one of the exemplar portraits from the Hand Held Art to complete a detailed Feldman critique.
• Learners will discuss different aspects of Identity (for example: identity at school and home, versus online through technology).
• Learners will take two to three self-portrait photographs using Instagram, choosing one for the reference photograph. Image must be a high-contrast, gray scale composition including at least three facial features and one object at an interesting angle to use as a reference photograph.
• Learners will list expressive and descriptive words that represent their identity. Learners will apply this list stylistically to the background of their portrait drawing to create a colorful surface treatment.
• Learners will use the reference photograph to apply the grid drawing process of Chuck Close to draw a realistic self-portrait on a surface that has been treated with various colors, and written text using descriptive adjectives by the learner.
• Learners will compare and contrast the portrait from the motivator activity to the final portrait and write a reflection on the process after reading their self-addressed letter.
• Learners will write a reflection discussing their growth in art making skills as well as growth or changes in their identity since the beginning of the unit.

Dublin Core

Title

My Many Layers

Subject

Identity

Description

Identity is constructed from the experiences, DNA, and environment of an individual. It is a unique and malleable attribute that our learners are eager to discuss. Within this unit, learners will explore the ways that pressures from peers and society can lead to identity suppression and how, often, artists turn to art to explore their own identity.

Creator

Source

Publisher

Handheld Art

Contributor

Columbia Museum of Art

Unit Plan Item Type Metadata

Duration

7 classes

Standards

Visual Arts Standards:
VAH2-1.2 Describe the ways that different materials, techniques, and processes evoke different responses in one who is creating or viewing artworks.
VAH2-1.3 Communicate ideas through the effective use of a variety of materials, techniques, and processes in works of visual art.
VAH2-3.1 Explore the sources of the subject matter and the ideas in variety of works of visual art.
VAH2-3.3 Select and effectively use subject matter, symbols, and ideas to communicate meaning through his or her artworks.

Integrated CCSS:
CCSS.ELA-Literacy.W.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Objectives

The learners will...
• Explain how artists throughout history have represented personal identity in different ways and motivations for using art to explore identity
• Construct a multi-layered collage using at least one example of the tape transfer process
• Draft and write a haiku that represents the layers of their collage and/or identity

Dublin Core

Title

Character Exploration with Emblems and Objects

Subject

Identity

Description

The identity of an individual derives from their set of personal and behavioral characteristics. Furthermore our identities are in constant transformation because we continue to be influenced from our relatives, culture and our environment. In the unit the learners will examine artists who explore their own personal character and illustrate their emotional state and appearance with emblems and objects. The learners will explore their identities with emblems and objects that represent them to create an altered self-portrait. The learners will create their altered self-portraits with collage materials and watercolors. The learners will also read Portrait of My Father as a Young Man and write their own character poem using narrative language and description.

Creator

Source

Publisher

Handheld Art

Date

September 17, 2013

Contributor

Columbia Museum of Art

Rights

Handheld Art

Unit Plan Item Type Metadata

Duration

3 classes

Standards

Visual Art Standards:
VA5-3.2: Select and use age-appropriate subject matter, symbols, ideas and the elements and principles of design to communicate meaning through his or art making.
VA5-3.3: Discuss the ways that choices of subject matter, symbols and ideas combine to communicate meaning in his or his or her works of visual arts.
VA5-5.1: Identify and discuss purposes for the creation of works of visual art.

Integrated Common Core Standards:
CCSS.ELA-Literacy.W.5.3b: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

Objectives

Learners will examine an artist’s intention in creating personal portraiture with emblem and objects.
Learners will explore their identities with chosen emblems and objects to alter their self-portraits.
Learners will illustrate their own personal character and experiences with collage materials for their self-portraits.